Observing Blended Learning in Vocational Piano Education: A Case Study of Classroom Dynamics

Abstract

This study examines the application of blended learning in vocational piano education, focusing on the impact of blended learning on classroom dynamics in group piano teaching. Blended learning, which combines traditional face-to-face instruction with online learning, has been increasingly adopted in higher education but remains under-explored in vocational music education, particularly in China. This study investigated a basic piano course at a vocational institution in China, aiming to understand how blended learning affects teaching practices, student engagement, and classroom interactions. The study utilized a qualitative case study approach to collect data through detailed classroom observations in order to capture the nuances of blended learning implementation. Findings indicated that the integration of online and offline teaching methods increased instructional flexibility, encouraged active student participation, and supported collaborative learning. However, challenges were also identified, such as varying levels of student digital literacy, the need for effective integration of technological tools, and balancing online and face-to-face instruction. This study provides practical insights into the design and implementation of blended learning in piano vocational education. Recommendations include strategies for optimizing the use of online resources, creating in-class activities, and addressing common challenges in blended learning environments. This study expands the existing research in piano education by offering practical insights into the design and implementation of blended learning in vocational settings.